RJ02-Reflective Journal Entry 2- Formative Assessment - Due Saturday, March 5,2011
Develop a activity that you can use to provide formative feedback. Describe this activity, upload it, and link it to this entry.
Describe the concept that is difficult to learn or the misconception that this activity addresses.
Provide a link in your description to the appropriate GSE.
Explain how your activity allows you to assess your students' understanding, as well as the feedback that you will provide to help them correct their thinking.
Activity: S'more Stoichiometry
This is an activity designed to introduce the topic of stoichiometry. In this activity students will learn about molar ratios and improve their mole conversion skills through exploring how to create s'mores. Students are given a specific amount of marshmallows and from that, they must determine how many s'mores they can make and how many boxes of graham crackers and candy bars they will need to make this many s'mores. After students finish this part of the activity, they will be given the supplies they need to make their own s'mores. While students eat their s'more, they will apply what they learned about the stoichiometry of s'mores and they will use their new knowledge to determine molar ratios of substances in a chemical reaction.
One of the major difficulties students have when learning stoichiometry is determining how to set up the equations and how to make the units cancel out in order to be left with the desired units. This activity takes students through the stoichiometric process step by step to help them see how they make the conversions. Students also have difficulty with the math involved in these types of problems, so this activity provides a fun way to practice these calculations. It shows students that the amount of the product can be determined using molar ratios of reactants and products and a given amount.
GSE:
**PS2 (Ext) - 6**Students demonstrate an understanding of physical, chemical, and nuclear changes by… 6aa using chemical equations and information about molar masses to predict quantitatively the masses of reactants and products in chemical reactions.
Assessing Student Learning:
Before doing this activity, students will take a small amount of notes on stoichiometry and how to do mole-mole and mass-mass conversions. This activity will allow me to see how students apply those concepts to a real life problem: determining the amount of each ingredient required to make a certain number of s'mores. While students work in groups of 3, I will be able to circulate around the room, helping students and listening to their ideas about how to approach the problem. i will keep a mental note about the types of questions students ask and if multiple students ask the same type of questions, I will know that I will need to re-address that particular concept. I will have students turn in their worksheets at the end of the class. i will go through each problem and give feeback to students by making corrections to any errors and reminding students how to go about the problem, For example, if a student makes a mistake when calculating the moles of a substance I will write "convert to moles using the molar mass of the substance" or "divide by the molar mass instead of dividing". This type of feedback will help students because they will not only realize that the did the work incorrectly, but they will also know how to go about the same type of problem in the future.
RJ02-Reflective Journal Entry 2- Formative Assessment - Due Saturday, March 5,2011
Activity: S'more Stoichiometry
This is an activity designed to introduce the topic of stoichiometry. In this activity students will learn about molar ratios and improve their mole conversion skills through exploring how to create s'mores. Students are given a specific amount of marshmallows and from that, they must determine how many s'mores they can make and how many boxes of graham crackers and candy bars they will need to make this many s'mores. After students finish this part of the activity, they will be given the supplies they need to make their own s'mores. While students eat their s'more, they will apply what they learned about the stoichiometry of s'mores and they will use their new knowledge to determine molar ratios of substances in a chemical reaction.Difficulties/Misconceptions:
One of the major difficulties students have when learning stoichiometry is determining how to set up the equations and how to make the units cancel out in order to be left with the desired units. This activity takes students through the stoichiometric process step by step to help them see how they make the conversions. Students also have difficulty with the math involved in these types of problems, so this activity provides a fun way to practice these calculations. It shows students that the amount of the product can be determined using molar ratios of reactants and products and a given amount.GSE:
**PS2 (Ext) - 6** Students demonstrate an understanding of physical, chemical, and nuclear changes by…6aa using chemical equations and information about molar masses to predict quantitatively the masses of reactants and products in chemical reactions.
Assessing Student Learning:
Before doing this activity, students will take a small amount of notes on stoichiometry and how to do mole-mole and mass-mass conversions. This activity will allow me to see how students apply those concepts to a real life problem: determining the amount of each ingredient required to make a certain number of s'mores. While students work in groups of 3, I will be able to circulate around the room, helping students and listening to their ideas about how to approach the problem. i will keep a mental note about the types of questions students ask and if multiple students ask the same type of questions, I will know that I will need to re-address that particular concept. I will have students turn in their worksheets at the end of the class. i will go through each problem and give feeback to students by making corrections to any errors and reminding students how to go about the problem, For example, if a student makes a mistake when calculating the moles of a substance I will write "convert to moles using the molar mass of the substance" or "divide by the molar mass instead of dividing". This type of feedback will help students because they will not only realize that the did the work incorrectly, but they will also know how to go about the same type of problem in the future.